D2 Expressions


Expressions of Understanding

Expressions of Understanding are personal attempts to represent and communicate to others the deep significance of the experience of six investigations, dialogue with others, and listening to other’s implementation projects — the two-month-long investment in following responsively and playfully in times of difficulty. Participants can use any form or media they wish to convey their new way of being in Expressing Warmth to Children. These examples can give you some idea of the range of possibilities — multiple intelligences at work.

Collage by Maria Larson



Acrostic by Jennifer Warwick

P pretending
L eads us to
Y outhful
F eeling
U are
L iving a
N ew
E xperience
S o
S urrender and enjoy!

Play is like removing the cork from a champagne bottle. We explode with possibilities.

Responsive playfulness is the key to finding out something new about each child or adult, even people we know very well.

Laughter is a universal language. Try it with everyone. The looks you get will be worth a million bucks.

Computer Graphic by Sean Hoyt


Poetic Diary by Tessa Rector

Spring Brings Changes

Me in March:

“That”s not safe.”
“I can’t let you do that.”
“I don’t like it when you do that.”
“Use your words.”
“Calm your body down.”
“Please stop running.”
“Slow down.”

Inner Monologue: This is so frustrating! He hasn’t been listening to me all day, and now he’s totally out of control. He’s only two, why is this so hard? Thursdays are theworst days.

Me in April:

“No!” Ooops, one more for the chart.
“I mean, I’m worried you might fall.” How do I get him down from there?
“The climber is a safe place to jump off of. I want to see that horse jump from the climber!” Well that worked better than I expected.

Me in May:

“Adam is building a tower. Kimi is helping.”
“Adam has a blue block to add; Kimi has a red block to add; I found a yellow one.”
“Now the tower is very tall, and it is still standing up!”

Inner Monologue: Clumsy three way high-five. Hmm. This would be a perfect time for the old Adam to knock the tower over. So far, he’s still smiling and adding blocks. He seems to be enjoying this. Maybe it’s because he’s used to hearing me correcting his behavior instead of just playing with him.
“It’s going to fall! CRASH!” (giggle, giggle)
“I’ll help you rebuild it if I can use my yellow blocks. 1, 2, 3…”Inner Monologue: Wow, he let me use my blocks instead of making all the decisions about our play. This time I had fun!

Me in June:

Inner Monologue: I can’t believe it. Adam hasn’t tried to run out of the classroom once this week. He actually helped Sammy up after he accidently knocked her over. He wanted to sit in my lap at Circle Time. He even told some of the other kids to come sit down with us! When we were outside I watched him pulling Katie in the wagon, and he was very careful not to let go on the steep part of the cement. I see a calm body. I see a painter, a reader, a helper, a talker, a player, and a smiler. And I thought what I was doing was something small.


Watercolor by Keiko Nakahara



Collage by Rebecca Parish

Often when I played with children, I would try to direct those children who I thought appeared lost. As a teacher, I often found myself directing the children into the things I wanted them to do and not what was necessarily in the child’s interest. Instead of running the show, I have learned in this Module how to follow the child’s initiative in play.

When one learns to play responsively, one allows the child to take the driver’s seat. Instead of teaching the child, one works to help them express their thoughts and intentions, being open and receptive to their ideas.


Next Module D3